Contemporary Constructivist Practices in Higher Education Settings and Academic Motivational Factors

Autor/in	Alt, Dorit
Titel	Contemporary Constructivist Practices in Higher Education Settings and Academic Motivational Factors
Quelle	In: Australian Journal of Adult Learning, 56 (2016) 3, S.374-399 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1443-1394
Schlagwörter	Constructivism (Learning); Teaching Methods; Seminars; Correlation; Self Efficacy; Lecture Method; Measures (Individuals); Undergraduate Students; Learning Motivation; Teacher Student Relationship; Regression (Statistics); Learning Strategies; Questionnaires; Student Attitudes; Academic Ability; Jews; Arabs; Foreign Countries; Multivariate Analysis; Likert Scales; Israel; Motivated Strategies for Learning Questionnaire; Academic Motivation Scale + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Seminar; Korrelation; Self-efficacy; Selbstwirksamkeit; Messdaten; Motivation for studies; Lernmotivation; Teacher student relationships; Lehrer-Schüler-Beziehung; Regression; Regressionsanalyse; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Schülerverhalten; Jew; Jude; Jüdin; Juden; Arab; Araber; Ausland; Multivariate Analyse; Likert-Skala
Abstract	This study was aimed at assessing the relationships between college students' pre-entry factors, self-efficacy and motivation for learning, and the perceived constructivist learning in traditional lecture-based courses and seminars (SM). The study included 411 undergraduate third-year college students. Several scales were administered to the participants: The Constructivist Learning in Higher Education Settings scale (CLHES) aimed at measuring students' perceptions of occurrences of contemporary constructivist practices in learning environments, along three dimensions: constructive activity, teacher student interaction and social activity; the Academic Motivation Scale-College (CEGEP); and the Motivated Strategies for Learning Questionnaire (MSLQ). Regression analysis main results showed that the constructive activity and teacher- student interaction factors were positively correlated. The teacher- student interaction variable was highly effective in enhancing intrinsic motivation for learning which in turn, contributed primarily to academic self-efficacy. The motivational factors were not solely affected by the learning environment perception but were also informed, to some extent, by several pre-entry factors. Multivariate analysis of covariance results have corroborated the research hypothesis, indicating that students perceive seminar learning environments as more constructivist when compared with lecture-based course perceptions. Implications of these findings and directions for future research are discussed. (As Provided).
Anmerkungen	Adult Learning Australia. Level 1, 32 Northbourne Avenue, Canberra, ACT 2603, Australia. Tel: +61-02-6274-9515; Fax: +61-02-6274-9513; Web site: http://www.ala.asn.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01